Combining endless web exploration with deep educational theory, I first learned about the scaffolded pedagogical design of webquests in 2005. Later, TESOL EVO 2006 sessions helped me discover the power of the Web 2.0 through blogs and wikis. I now coordinate a team of seven teachers designing and delivering computerlab sessions. In these four years we’ve designed sessions for more than twelve levels of children, teen and adult courses. I’ve also carried out a variety of online blog exchanges and projects with both my lab students and my regular classes.

Although at present the sessions are delivered only by the computer lab team, I’ve always felt that all teachers should be able to design activities for their own classes, so in 2007 I organized the first computer lab workshop and we’ve held training sessions every summer since then. Little by little, we see new colleagues overcoming their initial resistance and after three years most of the staff have attended the workshops and are at least familiar with and have started using some web resources with their classes at the lab.

We still have a long way to go until technology becomes fully integrated into language classes, but we can be sure we are going through the paradigm shift and it feels great to be a part of it!

Eternal thanks to my computer lab mates, the real pioneers! (in order of appearance!) Elida Fittipaldi, Leda Siburu, Patricia Stanley, Jesica Bassani (the e-learning diva!), Verónica Miranda and Natalia Furlán.

First published on ARCALL Blog March 10, 2009

Last month, I had the pleasure of putting together a collaborative article called Cartoon Festival: An International Digital Storytelling Project for TESL-EJ with two dear online collegues, Mary Hillis from Japan and José Antônio Da Silva from Brazil, about our experience during the “Learning with Computers” Cartoon Festival . Mary started a Google Doc where we worked on the drafts under the supervision of Vance Stevens. Besides helping us reflect on the project, it proved once again the power of the Web 2.0 to harness international collaboration and professional development .

You are all kindly invited to read it!

We started by discussing common misconceptions about the use of technology in language learning and reflected on the challenge of bridging the gap between digital natives and digital immigrants as well as on our significant role as educators in this new learning environment. We also explored the endless possibilities of using the Web as a huge source of authentic material and the technical and pedagogical considerations we should take into account when designing web-based activities.

Finally, we moved on to Blogs and Wikis or, most importantly, to the revolutionary concepts behind them: online conversations, social networking and collaborative knowledge, among others. We presented some of the projects we’ve carried out with CTJ, the Binational center in Brasilia. In fact, our dear friend, Carla Arena , left us an inspiring message on our session blog. We couldn’t have done all this wonderful work without the support and collaboration of our Brazilian colleagues!

I’m sure it was a bit overwhelming -the information overload effect- but there was a sense of excitement in the air. We all realized we could go on working together as a real network. Distance is no longer a relevant concept when there’s a common aim and a willing community.

The challenge is on and, of course, we are not alone! We are part of a growing community of educators that is awakening to the possibilities of a technologically-enhanced educational scenario fueled by our genuine desire to interact and to bring the world into our classrooms!

Almost three years after I started integrating technology at my workplace and into my teaching practice, I feel the need of having my own virtual spot to put together the wide array of projects I’ve developed with my students and colleagues as well as the enriching experiences that have contributed to my professional development.

Back in 2004, when I plunged into the adventure of setting up ARICANA’s Computer Lab with a group of colleagues, I was full of questions and uncertainties, but somehow, I simply knew there was a new dimension to be discovered.